Analysis On Factors Affecting The Application Of Interactive Whiteboard System In K-12 Education

As a new instructional media and powerful interactive instructional tool, the interactive whiteboard system (IWBS) is well received by teachers and students in K-12 education since it’s introduced into classroom teaching. It not only integrates the advantages and characteristics of modern multimedia instruction and traditional blackboard teaching methods, but also has unique superiorities in information presentation, processing and storage, constructing an interactive and collaborative learning for both teachers and learners compared to multimedia and blackboard. IWBS brings a novel solution for realizing the information and communication technology (ICT) in classroom. Because of the multiple strengths of IWBS, a building boom of IWBS was set off across the country with the goal of attaining good teaching effects and optimizing experience of learners. However, it was only to find that the high involvement in IWBS did not bring in significantly improved quality and efficiency of teaching and learning as we expected. On the contrary, the enthusiasm of teachers for IWBS continuously decreases and its application level keeps uneven; students begin to lose interest in contrast with the high spirit at first. Exploring the factors influencing the effectiveness of the application of IWBS in classroom has important practical significance in promoting the construction and application of IWBS scientifically and effectively.Firstly, the thesis defines the concept of IWBS and gives a brief description of its development process. Based on the literature research, we define the students’ perceived learning contribution, students’attitudes towards IWBS, and students perceived negative effects as final expression for IWBS teaching effectiveness. Meanwhile, factors which influence the IWBS application results have been summarized and sorted according to relative research. The thesis is founded on the technology acceptance model (TAM) and constructivism learning theory. According to the research goal, the variable "Task Technology Fit" is introduced innovatively to connect external variables of TAM and the final results. Secondly, the factors analysis model of IWBS application results in K-12 education from students’perspective which integrates TAM and TTF is built, and corresponding hypotheses are made. Thirdly, a questionnaire survey is carried out in Hainan province,227 students in three middle schools participated in the survey. The social software SPSS and the structural equation model software Amos are applied in testing reliability and validity of collected data, as well as the model fitting degree. Depending on the modification index, the hypothesis structural equation model is modified in order to improve its explanatory power. Then the path analysis of modified model is conducted to verify preamble hypothesis. It draws a conclusion that hardware constructions, software design, the TPACK of teachers, the TTF play vital roles in realizing the goal of improving IWBS application effectiveness. At last, relative recommendations are proposed so as to improve the effectiveness of the application of IWBS.